scholarly journals Big Five Personality Traits as Predictors of Systems Thinking Ability of Upper Secondary School Students

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Samsilah Roslan ◽  
Syaza Hasan ◽  
Zeinab Zaremohzzabieh ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Secondary School ◽  
Personality Traits ◽  
Systems Thinking ◽  
Big Five ◽  
Secondary School Students ◽  
System Thinking ◽  
Big Five Personality ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary

Developing system thinking skills among secondary school students has been set as an educational goal for years. The emerging properties of a system have recently been influenced by the characteristics of each student. Thus, this study examines the Big Five personality traits as predictors of Malaysian school students‘ systems thinking. Quantitative data was obtained using a standardized questionnaire with established scales (the Goldberg’ International Personality Item Pool and the Systems Thinking Scale) from 196 upper secondary school students. The results indicate that personality traits affect secondary students‘ system thinking, and almost thirty percent of the variation in the Malaysian system thinking skill can be elucidated by its sub-domains. Although agreeableness has superior impacts on systems thinking, extraversion seems to have less importance on their systems thinking. The results also reveal the negative association between extraversion and neuroticism and systems thinking. We conclude that certain personality traits can improve systems thinking and promote students’ ability to solve complex problems. The implications of these findings for the enhancement of systems thinking among school students are discussed.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

scholarly journals Ligga steget före: Barnskötares yrkesomdöme åskådliggjort genom bedömningshandlingar

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Enni Paul ◽  
Camilla Gåfvels
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Multimodal Interaction ◽  
Video Sequences ◽  
Upper Secondary School ◽  
School Students ◽  
Central Aspect ◽  
Upper Secondary

This study explores vocational judgement, which is discernible in the assessment actions of a supervising childminder directed towards upper secondary school students – while interacting with the children – during work-based learning in Sweden. The research aims to identify the characteristics of vocational knowing in terms of judgement, as exhibited in everyday interactions with children, by applying multimodal interaction ana-lysis to two video sequences from different Swedish preschools. The study findings show how vocational judgement – in the form of embodied discernment – is a central aspect of a childminder’s vocational knowing. Vocational judgement becomes discernible, for instance, in how supervising childminders are consistently one or several steps ahead of both children and upper secondary school students

scholarly journals The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills

2019 ◽  
pp. 174-182
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.

Various reasons, various trajectories? Interrupted schooling among Polish upper secondary school students

2020 ◽  
pp. 1-23
Author(s):  
Aleksandra Jasińska-Maciążek ◽  
Anna Hawrot ◽  
Paulina Marchlik ◽  
Hanna Tomaszewska-Pękała ◽  
Tomasz Żółtak
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Interrupted Schooling
Sign in / Sign up

Export Citation Format

Share Document